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Lesson two life storiesTo revise strategies for approaching and understanding unseen reading textsTo practice looking for synonyms of oppositesmany find the text difficult and struggle of find synonyms of oppositesGreat the whole class as usualStep two Lead-inStart the class with the teacher’s storyEncourage the students to tell each other their own unforgettable experienceStep three Talk about the pictureDraw students ’ attention to the pictureAsk a student to introduce the two characters--Helen and SullivanSign language for the mute and the deaf(lady) (smile) (cry) (love passion) (read)Step four Reading strategiesAsk students to read the strategiesUse the strategies to read the passage1 predict what the text is aboutUse the title, the picture, the first few lines2 read the passage to get the general ideaSix minutes to read the passage. Check whether their prediction is right. If not, try to conclude one.3 work out the meaning of the new wordsMatch the new words with their synonyms4 deal with the comprehension questionsStudents read the passage again to find the answers to the questions.Then discuss with their partnersStep five DiscussionWhat can we learn from Helen Keller’s story ?Courage strong will determination devotionHelp and understand the disabledStep six Conclusion and homeworkSummarize the class●We’ve learned a new skill to read the passage●We’ve talked about life stories ……….new wordsHomework●Read the passage after class。
M6 U16-L3-1 Helen Keller (Reading)Word bank: adjectivesAdj. that are used todescribe Helen Adj. that are used todescribe AnneOther new wordsI. Fast reading: Read the text quickly and decide what the text is about. • How she learned words • Her college education • Her family background • Her teacher• Her achievementsII. Read the first two paragraphs and answer the following questions:How was Helen Keller different from other children?What do you know about Anne Sullivan?III. Supplementary reading: Helen ’s desire to communicateIV. Scan the text (para. 3-12) and find out the words Helen learned and whichV. Read the text and work in pairs to find out how Anne Sullivan taught the words to Helen. Fill in the blanks with words or phrases.VI. Read Para.3&4 again and fill in the chart in pairs.Word bank: adjectivesAdj. that can express positivefeelingAdj. that can express negative feelingAnne Sullivan let Helen ______________ the doll and ________ the letters __________________.Anne let water ________ one of Helen ’s hands and ________ the letters into the other hand. Helen had a _________________.Anne _____ her arm ______ round Helen. She ____ Helen _____ to her and pointed to ______________.“Think” was also difficult but Helen had ______________. When Helen ___________ her mistakes when making necklaces, Anne _______ Helen ’s head and _______ “think ” into her hand.______________________________After Helen asked again if love was __________, Anne told her that love could not be ___________ but she could _______________________ of love.I. Use the following words to describe what happened in the video clips. “doll”“water”II. Read paragraph 7-9 and answer the following questions: What did Helen think ‘love’ was at first?Why was the word “love” so difficult for Helen to understand?How did Helen feel when she couldn’t understand “love”?III. Read paragraph 10-12 and answer the following questions: How did she learn the word “think”?How did Anne explain “love”?IV. Read Para.7-12 and fill in the chart in pairs.V. Find out adjectives or phrases that are used to describe the following: Helen’s learning process and results (Para. 5-adj.)Helen’s feeling when she didn’t understand the meaning of “love” (Para. 9-adj.)Helen understood the meaning of “think” suddenly (Para. 10-phrases)The moment when Helen finally under stood the truth of “love” (Para. 12-adj.)VI. Decide which of them are used to describe the process of learning the words “think”and “love”and write down the numbers into the correct box. Use them to describe how Helen learned “think” and “love”:1) had a breakthrough 2) drew me closer3) pointed to my heart 4) in a flash5) put her arm gently round…6) pointed up to7) vivid moment 8) uncertain about9) touched… head 10) feel the sweetness11) confused and disappointed。
Unit 16 Lesson 3 Life Stories使用教材：Se nior High En glish (Module 6)教材内容分析本课是16单元的第3课，以“人生故事”为主题。
课文讲述的是美国著名盲人女作家HelenKeller 童年学习语言的真实故事。
本文通过Helen Keller 是如何突破身体障碍，在 Sullivan老师的帮助下，学习各种单词，以及她的切身感受展开文章。
本课的难点在于文章较长、生 词较多且抽象、情节脉络较复杂。
在理解的过程中要通过上下文猜测生词词义。
学生需要掌 握一个重要的阅读策略一一预测，在读前通过看标题、图片、文章的开头来预测文章的内容， 了解文章大意。
第一课时侧重对课文的整体理解及情感体验，通过各个步骤力求让学生清晰的整理出文 章结构，提取文章信息并进行一定的输出活动。
第二课时在对已学课文进行复习的基础上，学生继续完成对细节信息的提取。
并能够重 组信息和尝试运用重点词汇进行表达，词汇的巩固、扩展及在新语境中的使用。
加深理解文 章写作风格，并进行口语活动，最后总结所学内容。
Language Power 中有关同义词反义词的练习则可以留作家庭作业。
教学内容和目标1、 话题：著名美国女作家 Helen Keller 童年学习语言的故事(阅读)① 理清课文故事的大体情节和发展脉络； ② 初步掌握课文中部分生词的读音和意义； ③ 说出Helen Keller 学习语言过程中的几个事例；④ 感悟并描述课文中人物的情感、态度 ----从残疾人身上学到了什么？；2、 词汇：① 重点词汇：severe, restrict ion,un bearable, stubbor n, troublesome, straightforward,p recise, p recious, eager, gradual, compi ex, warmth, apparent,un certa in,breakthrough② 相关词汇：sweetness, now that, expand, outstanding, valuable, limit, obvious, be eager to ③ 运用所学单词和短语描述 Helen 的学习语言的过程；了解一些词缀的用法和掌握相关构词 法；掌握课文中语言点，掌握一定量的近义词和反义词；3、 阅读策略：通过图片、标题、开头等预测文章内容，略读等。
Unit 16 StoriesCommunication Workshop---教案Teaching Aim:Learn to attracts the attention of the reader, shows the order of events, shares feelings with the reader, use vivid language to make the writing more interesting when writing a composition.Teaching procedures:Ⅰ. Warm upUse the following given words to make up a short story:bus, wait, walk, hot, teacher, remind, competition, prepare, last, tearⅡ. ReadingTask1: Read the three drafts of a student’s composition on the topic A Day When Everything Went Wrong.Decide which one is the most interesting.Think about how the writer:●attracts the attention of the reader.● shows the order of events.● shares feelings with the reader.● uses vivid language to make the writing more interesting.How the writer attracts the attention of the readerMay 24th was a bad day.The day everything went wrongwas may 24th.May 24th, 2005 will live in mymind forever.How the writer shows the order of eventsBecause the school bus did not …First, I had to wa it 30 minutes for the school bus…The day started to go wrong the instant I left home.How the writer shares feelings with the readerThis was a big mistake!…and you can imagine how I feltby the time.What a clumsy end to an awful day!How the writer used vivid language to make the writing more interestingIt was hot and tiresome.The day was hot and tiring.The sun was already boiling hot…Task2: layoutintroductionbeginning of the narrativedevelopment of the narrativeconclusionⅢ. Post-readingMake draft A and B more interesting by replacing some phrases with more colorful language. Ⅳ. Homework.。
Lesson 3 Life Stories作者姓名：梅崇兵工作单位：安徽省滁州市来安县半塔中学第一课时学案Pre-reading1. A Brief IntroductionShe was one of the most famous American writers in the twentieth century. When she was 19 months old, she survived a fever but she found she could no longer see or hear. And she also found it very difficult to speak. However, she grew up and become a world-famous public speaker. While she was still at college, she wrote the famous ‘The Story of My Life’.While-reading1.Main idea : The text is about ________________________________.A. how Helen Keller learned to play games.B. how Helen Keller communicated with her teacher.C. how Helen Keller learned the words.2.Words:Group 1: _______________ Group 2: ____________________________ _____________(sth. you can touch) (hard to show)3.Table (Object Words) (Phrases only)Word: _doll_Where At homeHow she learnedHow she feltWhat happenedin the endcould spell the word in _________________________Word: _water_WhereHow she learnedHow she feltWhat happenedin the endhad _________ understanding;the world of words was _________ to her.4. “T” or “F” (Complex words)( ) 1.The word “love” was a complex word for Helen.( ) 2.Helen didn’t find it difficult to understand the word “love”.( ) 3.The understanding of “think” helped her understand “love”.( ) 4.Helen got to know the meaning of “love” through touching.5. Blank filling :SummaryFor Helen Keller, trying to learn the word “love” was an _1__________for her. When she asked the_2_____________ of it for the first time, she didn’t know manywords and she did not understand anything_3___________ she touched it. She wondered whether it meant the _4______________ of flowers or the_5____________of the sun shining. Luckily, the understanding of the word “think” gave her a _6_________________ in learning words. After she understood the_7__________ word “think”, her mind _8_____________“love”. In a __9__________ moment, Helen finally understood the beautiful truth of the word: It is something that one cannot_10___________ , but without it, one would not be happy or want to play.Read the text again and work in pairs to find out how Anne Sullivan taught the words to Helen. Fill in the blanks with words or phrases.Read the text for the third time and fill in the chart in pairs.Words learned How Helen felt when learning thewordsWhat it meant to herdoll She felt excited. waterlove (the 1st time) She still could not understand anything that she could not touch.think----------------------------------------------Anne Sullivan let Helen______________ the dolland ________ the lettersinto __________________.Anne let water ________ overone of ______________ and__________ the letters intothe other _______.Anne _______ Helencloser to her andpointed to______________.When Helen _________ abouther mistakes when making____________, Anne touchedHelen’s _______ and _________“think” into _________________.After Helen asked again if love was __________,Anne told her that love could not be ___________but she could feel the __________ of love.dollthinlove lovewaterlove (the 2nd time)She knew her teacher loved her andhow to express her own feelings.Lesson 3 Life Stories第二课时学案一、用所给短语的适当形式填空be eager to, now that, uncertain about , relate to, open up1. I’m going to relax _________ the school year is over.2. What time does the Xinhua Bookstore ________?3. We are ____________ the place where he lives.4. The cost ________ the amount of time spent on the job.5. To tell you the truth, I _________ meet my friends tonight.二、Fill in the blanks with the new words:1、The government should cancel the ___________(限制) on importing cereals from America.2、She never listens to other people’s suggestions.3、She is a little ________ (顽固的) and her behaviors are ___________(难以忍受的)．4、He was so ______（渴望）to have a ___________ （突破）on his English study that he decided to recite 100 words one day.5、I think he is a ______ （了不起）student.6、These experiments need _______（准确的description.7、My ______(以前的) English teacher has immigrated to Great Britain.三、Translate sentences:1. now that conj. 既然，由于既然你已经来了，我们就开始工作吧。
高二年级（上）学期模块6 Unit 16 Lesson 3 Life Stories导学案主备人：梁晓宁审核人：杨柳青、叶碧华使用时间：December,2012【学习目标】认知目标：理解课文Helen Keller大意，掌握重点单词和短语的用法能力目标：理解文中的长难句，学会分析句子结构，掌握文中重要句型并能灵活运用。
情感目标：学习海伦﹒凯勒自强不息的精神。
【使用说明和学法指导】1.第一轮阅读整体把握课文主旨大意，通过扫描性阅读找出关键词，然后再结合课后的注释认真研读全文完成导学案。
2.第二轮阅读，在文中找疑难点，不明白的用红笔标出。
通过填写表格找出细节，深化理解。
3.第三轮阅读，学会理解长句难句的能力。
分析句子+理解句子。
【本课词法】同义词，反义词自测题，完成课本11页3,4题【课前预习】自主预习下列单词和短语，在阅读课文时可进行勾画，帮助理解课文。
New words & Phrases1.bear v._____________→ adj._________________ →（反义词）__________________2.trouble n.______________ → adj. __________________3.gradual adj.________________ → adv. __________________4.sweet adj. __________________→ n. __________________5.warm adj._________________ → n. ____________________6.certain adj. _______________ →（反义词）__________________7.tired adj. _________________ → adj. _____________________8.spill v.___________________ → (过去式) → ____________→（过去分词）__________9. eager adj. ________________→ adv. ___ → n_____________________10.到……时候为止____________________11. .涉及；同…有…关系____________12.跟…...玩，玩……___________________13. 打开，张开_______________________14.既然，由于________________________ 15. 盼望……, 渴望……_______________16. 指向____________________________17.继续做某事_____________________18.在……的帮助下__________________19.停下来去做某事__________________20. 瞬间____________________________21. 在某种程度上_____________________重点词汇：1. expand v. 扩大扩充A child’s vocabulary __________through reading.The company has ________its business in Scotland by building a new factory there.expand vt.增加，增强（可表扩大尺码、数量、体积、程度等）；扩展(业务)【反义词】contract【词形变化】expansion n.扩张；膨胀expansive adj.扩张性的；广阔的expansively adv.扩张性地；广阔地2. eager adj. 渴望的，热衷的①be eager for 想得到，盼望He ____________________ work , for he could not imagine life without it .Tom _______________________you to come to the party.②be eager to do sth. 渴望做某事，热切想做某事I ______________________ full marks in the exams.She ________________________see her son.We _________________________ the new president to make up a speech in public.【课内探究一】Read the text again and work in pairs to find out how Anne Sullivan taught the words to Helen.【课内探究二】1. It was the first time Helen had understood such a complex word —a word for something she couldn’t touch. 这是海伦第一次明白这样一个复杂的词——一个她触摸不到的东西的含义。
英语6北师大版unit16lesson3lifestories教案教材分析本课是第十六单元第三课。
课文讲述的是海伦.凯勒在家庭教师的关心下学习语言的故事。
由于本课是表达性文体，因此学生在理解篇章方面要遵循时间进展的顺序，着重理解海伦学习单词的过程——她是如何突破身体的障碍的，如何学习各种单词的，以及她的切身感受。
在理解的过程中通过上下文猜测生词词义。
另外，学生还需要掌握一个重要的阅读策略——预测。
在读前通过看标题、图片、文章的开头来预测文章的内容，了解文章大意。
本课计划按两课时进行，第一课时的重点是阅读理解，并能在学完后对故事进行复述；第二课时的重点是处理文中的语言点，强化重点词汇及短语的学习，设置练习恰当地使用新学词汇。
讲解同义词、反义词的构词法。
Language Power中有关同义词反义词的练习有些能够在教学中选用，有些那么能够留作家庭作业。
教学内容话题： Life Stories阅读技能：预测词汇：重点词汇：severe, restriction, complex, vivid, straightforward, stubborn, precious, former, apparent, superb, breakthrough相关词汇：outstanding, valuable, precious, obvious, limit, be eager to第一课时First Period教学目标在本课学习结束时，学生能够：1. 使用阅读策略读懂文章并复述故事；2. 在语境中理解本课重点词汇的词义；3. 表达观点：我们能从残迹人身上学到什么。
教学过程教学活动Activities设计意图Intentions互动模式&时间IP &timeLead-inStep 1 •T asks the students to look at thepicture and asks whether and what theyknow about Helen Keller.•If Ss’response is limited, T canprovide the background of Helen Kellerand list her famous saying.[PPT 2–3]◆自然导出本课话题。
北师大版高中英语模块六unit 16 Life Stories说课稿The material ─ Senior High English Module6 that I intend to talk about today belongs to the new edition published by Beijing Normal University. As we all know, the module consist of three topic-based units,within which there are different sub-topics. The lesson I picked up is the third lesson of unit 16, whose topic is life stories, an extract from an autobiography, aiming at serving the function of reading comprehension. Besides the basic function it has which are shared by all reading text, this lesson can also be treated as a good inter-medium to cultivate students’ moral sense towards disabled people and learn omething from the character in the story. This function fits itself rightly to the new educational concept and the requirement of the new Curriculum Criterion for Senior English. There is no denying that this lesson is worth paying the greatest attention to.2. Important and Difficult Points of this lessonAs for a reading lecture, the focus should be on how to improve students’ abilities such as skimming, scanning, and comprehending and so on, and to get students to internalize the linguistic material and put them into use in real communication. Some paragraphies are in the first person and some are in the third person, which will be a obstacle for students’ comprehension of the text. Students with weak vocabulary may also find the text difficult.Ⅱ. Teaching goals Ablility goals:a. to talk about personal experiencesb. to learn to predict before readingc. to improve Ss’ reading ability, taking advantage of some useful reading strategiesd. to learn to retell a story according to time order in or after classe. through different tasks, students’ communicative and cooperative abilities will be well trained.Learning ability goalsa. to improve Ss’ ability to collect and analyze the information from the textb. to learn to think and express in English during language practice activitiesc. to develop the habit of using a dictionary as a toolSensibility goalsa. to solve problems through group cooperationb. to have a positive attitude towards life from what they’ve learnedc.to train stu dents’ mental and moral character of taking pleasure in helping the disabled and helps the students to know how to help the disabled to build up the spirit of being stronger, independent and equal to normal people in activities.Ⅲ. Theoretical basesThis teaching design is based on “Task-Based Language Learning” theory and the new Curriculum Criterion for Senior English, which put students in the principal position in all the class activities, that is called “Learners-Centered” principle, and take differe nt tasks as the “carrier” for teaching all the language knowledge, that is called the “Task-Based” principle. While doing the tasks, students can get the real situation to experience,communicate and discuss. Any language should first be a communicative tool, whose duty is to help people communicate with each other in the real situation. And various authentic tasks are the very things to help achieve this goal. By fulfilling all the tasks, students can gain the chance to practice obtaining and processing, analyzing and solving problems. So not only students’ language skills but also their practical skills like organizing activities, searching information, expressing own views, discussing, analyzing will be greatly improved. While in the task, teacher’s role should also be changed. According to the Curriculum Criterion for Senior English, teacher should act as the stimulator, instructor, organizer, helper, cooperator and even the participant, not only the traditional knowledge teacher. This is for developing s tudents’ independent learning abilities and for realizing the aim─ to teach is for not to teach. Also teachers should create a learningenvironment to maximize students’learning opportunities. To sum up, in the whole learning process, I design my teaching plan in the light of the following principles:①Communicative Approach②Learners-Centered③Task-Based④Interaction⑤autonomous learningⅣ . Analysis of the studentsPsychologically, students of this age are full of curiosity and eager to show what they know. They are challenged to take an active part in various kinds of activities. Group work help them to learn to cooperate with each other and have a opportunity to compare notes and solve problems at the same time. Discussion can greatly arouse their interest int his topic. H owever, it is also the typical characteristic of the students to get easily bored with a long passage while reading with masses of words. Besides, they still don’t get well trained in reading. Therefore they are unable to grasp the passage by themselves. As a result, I adopt Task-Based Approach and design a few activities to help them.Ⅴ . Teaching ProceduresStage 1. Pre-task (7’) Lead -in1. I will ask a couple of Ss to talk about an important event in his or her life to theclass ,then show them a piece of film that is fit for the following text, next I will act as a story-teller to give students a brief introduction of Helen Keller in the form of story-telling , finally, ask students to predict what the text is about. I apply this activity into my class teaching to cultivate Ss’predicting ability and arouse their interest. It can als o help students to get familiar with the topic.Stage 2. While-task (27’)1.Reading a.Skimming( reading comprehension) Read the text to get the general idea. Ignore words you don’t know. This step is to train students’ skimming skills and let themhave a global understanding of the passage . b.Skanning and discussion( Read the text again.Try to work out the meaning of important new e a dictionary if youcan’t.Read the following comprehensive questions and try to think of possible answers. Then find answers to questions in the text. This step aims at strengthening students’ understanding of the details of the text, training students’ discussing and coope rative abilities, and their independent learning and speaking abilities.2. Give them some encouraging sentences written by Helen Keller to appreciate.Stage 3. Post-task (10’)1. An oral practice for students----What kind of person do you think Helen keller is?Try to use as many adjective words as you can: The purpose of these two tasks is to make Ss relaxed after reading a long passage as well as encourage them to have a positive attitude towards life from what they’ve learned and try to think and expres s in English during language practice activities.2. Understanding of the whole passage Give students some clues to work out the structure of the passage and ask students to retell the whole process of Helen’s learning This task is designed to strengthen Ss’ lingustic organizing and using abilities. Here, I arrange the task according to the level of difficulty. The first one is easy for Ss, the last one is difficult. In this way, Ss will learn the passage well step by step. It will maintain Ss’ learning interest and attention in the class. Otherwise, they will feel frustrated.Stage 4. Assignment (1’)1.Ask students to predict what happened later to Helen Keller.2.Ask students to finish exercise 3 and 4 by themselves.ⅵ. Blackboard design Lesson3 Life Stories Helen Keller some adjectives mentioned by students persistent determined cheerful talented hard-working enlightened ........Ⅶ.Teaching EvaluationIn this period, I divided the whole class into 14 groups , each of which contains students of different levels and arrange some tasks for them to fulfill. I laid my emphasis on the important of the Ss’ reading skills , as for the language points and text analysis , I will deal with them in the next period. In order to create an input-rich class, in the teaching process, I applied multi-medi a computer, courseware enlarge the input material and make the input material much more interesting, visible and comprehensible. Teacher should make correct use of courseware. Do keep in mind that courseware is just a helpful tool. Do never turn the class into an exhibition of the beautiful courseware.。
